Frances Deepwell, Coventry University, UK
Virginia King, Coventry University, UK

This chapter examines two multi-institution, multi-national education research projects in Europe. The e-research projects used a variety of technologies to facilitate online collaboration as virtual communities of practice. Authors used a personal inquiry technique and situational analysis to identify and explore conflict resolution processes associated with issues of leadership, organization, and technology in e-research. They conclude by proposing strategies that may apply to e-research projects in other settings.

Chapter II: Using E-Collaboration in Education at the Inter-Organizational Level

Susanne Croasdaile, Virginia Commonwealth University, USA

This chapter presents an overview of recent research and its application to electronic collaboration (or e-collaboration) among education professionals. Issues related to participants, tools and support structures are considered in the context of inter-organizational collaboration.

Chapter III: Cultural Issues in Global Collaborative Education

Kumiko Aoki, National Institute of Multimedia Education, Japan

This chapter discusses cultural differences in educational practices of the East and West. In East Asian countries, where Confucian philosophy has influenced educational practices, values of respect for au- Detailed Table of Contents thority, harmony within a group, and diligence in the face of adversity are its overarching principles. Western countries emphasize Socratic principles which value open dialogue and advocate critical thinking among students. This chapter then discusses educational history and practices in Japan as a case study of education in the East. The author suggests the ways for educators to be inclusive of students of differing cultural backgrounds.

Chapter IV: The Development of Collaborative Structures to Support Virtual Classes in Small Schools

Ken Stevens, Memorial University of Newfoundland, Canada

Virtual teaching and learning spaces have enabled small schools in rural communities in Atlantic Canada to collaborate on addressing problems faced by senior students. Ways to organize and manage knowledge in electronic, collaborative structures are discussed in the context of school districts in the Canadian provinces of Newfoundland and Labrador.

Chapter V: Experiences in Collaboration in Distance Education in the Caribbean, Looking Beyond Electronic

Christine Marrett, The University of the West Indies Distance Education Centre, Jamaica

This chapter reports on a study of institutional collaboration between developing countries in the Commonwealth Caribbean. Information communication technologies (ICTs) have facilitated institutional collaboration in distance education. The chapter explores the role played by ICTs, issues, and challenges, and recommendations for addressing them.

Chapter VI: Networks and Communities of Practice (CoP) to Improve Management in Education

Neli Maria Mengalli, Pontifical Catholic University of São Paulo, Brazil
Maria Elizabeth Bianconcini de Almeida, Pontifical Catholic University of São Paulo, Brazil

This chapter presents a study of an online course for educational managers, School Management and Technologies. Findings based on the discourse of subjects made it possible for authors to deduce that the educational managers successfully learned to use technology in school management and successfully formed ongoing networks and partnerships.

Chapter VII: Hybrid Synergy for Virtual Knowledge Working

Niki Lambropoulos, London South Bank University, UK
Panagiotis Kampylis, University of Jyväskylä, Finland
Sofia Papadimitriou, Greek Educational Television, Greek Ministry of Education & Religious Affairs, Greece
Marianna Vivitsou, University of Helsinki, Finland
Alexander Gkikas, Greek Ministry of Education & Religious Affairs, Greece
Nikos Minaoglou, Greek Ministry of Education & Religious Affairs, Greece
Dimitris Konetas, University of Ioannina, Greece

Collaboration involving researchers and educators from the U.K., Finland, and Greece is reported in this chapter. Authors created and used a model for collaboration and creativity, Hybrid Synergy, adapted from Collaborative e-Learning and Six Thinking Hats. The chapter examines the question “What tools, methodologies, techniques, and practices can support collaborative creativity of multidisciplinary teams for virtual knowledge working?” The results from the study verify the importance of the individual contribution for the development and evolution of a virtual team and suggest the use of specific techniques and methodologies to enhance technology-enabled organisational change.

Chapter VIII: Collaborative Partnerships and the Application of ICTs in Secondary Education in South Africa

Chijoke Evoh, New School University, USA

This chapter presents a study of dynamics of collaborative partnerships involving the private sector, government, and community groups in the application of information and communication technologies (ICTs) for expanding access to and improving the quality of secondary education in South Africa. Based on the operations and projects of Mindset Learn channel in secondary schools in South Africa, the study explores the enabling factors and challenges for improvement of secondary schooling with ICTs.

Chapter IX: Technology Leverages Community and University Collaboration

Sandra Chrystal, University of Southern California, USA

This chapter reports on two University of Southern California collaborations that partner business communication classes with not-for-profit agencies. It argues that technology-enhanced community-based collaborations support university initiatives and empower students to be better business writers, engage in community issues and prepare for 21st century communication strategies. The author asserts that collaborations among faculty and the university administrators undergird and promote these undergraduate community projects. It examines the background, goals, issues, assessments, future plans, and recommendations for leveraging university-community projects with technology.

Chapter X: Creating Synergy for Inter-Cultural Learning

Tine Köhler, George Mason University, USA
Michael Berry, Turku School of Economics, Finland

Effects of diversity, geographic dispersion and cultural norms on internationally distributed team processes (IDTs) are explored in this chapter. The chapter focuses on how and why cultural communication and coordination norms affect IDT team processes and performance, based on a study of an 11-week e-mail exchange between American and Finnish business students. The authors make explicit how cultural norms unexpectedly influence leadership strategies and learning experiences in positive and negative ways.

Chapter XI: A Training Design for Behavioral Factors in Virtual Multicultural Teams

Iris Fischlmayr, Johannes Kepler University, Austria

In this chapter, factors influencing virtual multicultural team work are described and a training design used for students and company members is presented. So far, little attention has been paid to behavioral factors influencing virtual team work. Studies that do exist draw conclusions from what is known about face-to-face teams. In this study, bottom-up research with empirical data collected directly from the field, such influences are presented. Using grounded theory method, factors influencing team members´ behavior and team processes such as isolation, leadership, trust, commitment, conflict, information sharing, or culture are described.

Chapter XII: Working Collaboratively on the Digital Global Frontier

Jennifer Lock, University of Calgary, Canada
Petrea Redmond, University of Southern Queensland, Australia

This chapter examines a qualitative study of an international online collaborative learning experience involving pre-service teacher education classes at the University of Calgary, Canada, and the University of Southern Queensland, Australia. The authors’ flexible online collaborative learning framework was used to explain the design and the implementation of the project. Recommendations are made for designing and facilitating collaborative learning on the digital global frontier.

Chapter XIII: Engineering for Interdisciplinary Collaboration

John Murphy, University of Nebraska at Omaha, USA
Alanah Davis, University of Nebraska at Omaha, USA
Justin Yurkovich, University of Nebraska at Omaha, USA

This chapter introduces Collaboration Engineering as an approach to developing more effective collaborative sessions for interdisciplinary teams. The chapter identifies key facets of how interdisciplinary teams develop and evaluate potential solutions. The central position of this chapter is that Collaboration Engineering based on proven group processes and guided by design recommendations specific for interdisciplinary team collaboration can result in session designs that improve outcomes for interdisciplinary teams.

Chapter XIV: Perspectives on Digital Technology Collaboration and School Improvement

Darren L. Pullen, University of Tasmania, Australia
Margaret Baguley, University of Tasmania, Australia
Ann Marsden, University of Tasmania, Australia

This chapter looks at how the ways teachers utilize electronic technology in the classroom can respect cultural differences and instill the importance of basic communication skills in their students. The chapter presents several examples of how schools and teachers are using the Internet to collaborate and share ideas and resources between staff and students.

Chapter XV: Designing University Techscapes

Elizabeth DePoy, University of Maine, USA
Stephen Gilson, University of Maine, USA

This chapter presents and analyzes the scholarly basis and empirical work that resulted in the development of Techscape, the application of collaborative technology use as one approach to achieving the larger aims of Civilscape. Civilscape, a loosely networked collaborative university-wide effort of a state-supported university campus in the United States, was designed to achieve two major goals: (a) to advance equivalent opportunity for full participation as a civil right for all qualified students; and (b) to expand the reach and benefits of the university and for the advancement of societies in which universities exist. The chapter presents the theoretical and empirical background for the project and concludes with points for future consideration.

Chapter XVI: Scholarly Collaboration Across Time Zones

Kathy Lynch, University of the Sunshine Coast, Australia
Aleksej Heinze, Salford University, UK
Eljse Scott, University of Cape Town, South Africa

This chapter reports on a global collaboration: a case study where the focus is the writing of a scholarly article between authors from Australia, England, and South Africa. The challenges of different time zones, academic calendars, and managing the collaboration are outlined in this chapter. Findings from the case study suggest that the key elements of success are related to the individuals and project management techniques and not the technology per se. Constructivist learning theory as well as the e-Moderation model are supported by this work and thus extend their application to the academic writing process.

Chapter XVII: Stepping into the Role of Professional Writer

Christine Aikens Wolfe, Carlow University, USA
Cheryl North-Coleman, University of Maryland, Baltimore County, USA
Shari Wallis Williams, University of Arkansas Little Rock, USA
Denise Amos, University of Louisville, USA
Glorianne Bradshaw, Valley Elementary School, USA
Toby Emert, Agnes Scott College, USA
Margaret Simon, Iberia Parish Public Schools, USA
Shelly Unsicker, Central Junior High, USA

This chapter describes the case of National Writing Project teachers from around the United States who attended a Professional Writing Retreat in Santa Fe in 2004 and continued their collaboration via electronic technologies. This chapter examines the progress of the group’s commitment to communicate by electronic means about writing about teaching.

Chapter XVIII: Examining the Relationship Between Collective Identity and Learning in a Virtual Team Setting

Garry G. Burnett, George Washington University, USA
Mary J. Granger, George Washington University, USA

This chapter reports on a study that develops a multi-dimensional model of team learning and examines the impact of the multi-dimensional collective identity on learning in virtual teams. Additionally, it seeks to determine if using various technologies influences this relationship. Results suggest that the basis for a team’s collective identity does impact team learning. Implications for management education and development are explored.

Chapter XIX: E-Social Constructivism and Collaborative E-Learning

Janet Salmons, Vision2Lead, Inc. and Capella University, USA

This chapter proposes an updated theory, e-social constructivism. Social constructivism is an established educational theory based on the principle that learners and teachers co-construct knowledge through social processes. Thinkers such as Dewey, Piaget, Vygotsky, and Bruner, who laid the theoretical foundations of social constructivism, wrote in a time when face-to-face instruction was the norm. The works of these writers, together with the results of the author’s phenomenological study of collaborative e-learning, form the basis of e-social constructivist theory. The author uses grounded theory and situational analysis to derive and support e-social constructivist theory.

Chapter XX: Social and Distributed Cognition in Collaborative Learning Contexts

Jeffrey Mok, Miyazaki International College, Japan

This chapter, using the conceptual framework of distributed and social cognition, considers questions about learning and collaborative processes in contemporary technology-mediated learning environments. It describes the current perspectives on social and distributed cognition in the context of learning, and examines how these theories can inform the processes of collaborative learning with computers. The chapter discusses implications for our learning environments today.

Chapter XXI: Modeling the Model for Distributed Learning

Qing Li, University of Calgary, Canada
Susan Crichton, University of Calgary, Canada

This chapter reports on qualitative case study research of an instructional design model. Because online teaching is relatively new, there appears to be no commonly held pedagogy specific to online teaching and learning. Further, new online educators have little or no previous experiences to draw on, and they often feel there are no best practices to guide them in their work. This study investigates an innovative approach to online learning. It explores the impact this approach has on graduate student learning and their subsequent professional practice.

Chapter XXII: Capacity of an Electronic Portfolio to Promote Professionalism, Collaboration and Accountability in Educational Leadership

Kathryn Dixon, Curtin University of Technology, Australia
Robert Dixon, Curtin University of Technology, Australia

This chapter is the result of an investigation into the capacity of an electronic portfolio (e-folio) to promote reflection and collaboration in a process of educational leadership. A cohort (n = 11) of volunteer aspirant and current school leaders participated in the trial of an innovative software package designed to facilitate the creation of an electronic portfolio. This chapter focuses on the results of a content analysis conducted on individual reflections by participants, which found collaborative practice as a key performance indicator in the discharge of educational leadership responsibilities.

Chapter XXIII: E-Mail Reflection Groups as Collaborative Action Research

Robert J. Redmon, Midwestern State University, USA

This chapter introduces the departmental email discussion group as both a research medium and an approach to professional development. Traditionally, members of most secondary school content area departments function independently and as virtual strangers. Active participation in a private e-mail discussion group can reduce teacher isolation and facilitate the growth of personal and professional relationships within content area departments in secondary schools.

Chapter XXIV: Integrating Student Peer Mentoring Online

Janet Holland, Emporia State University, USA

This chapter reports on a mixed methods study dealing with the impact of integrating student peer mentor facilitators into online discussions in an effort to improve the quality and effectiveness of collaborative learning. The study included developing and testing an assessment scale for measuring students’ perceived peer mentoring course satisfaction. The resulting increasing quantitative mean score trend combined with positive qualitative feedback provided evidence of an overall growth in students’ perceived peer mentoring community satisfaction, worthy of further investigation.

Chapter XXV: Outcomes of Computer Mentoring

Rosemarie Reynolds, Embry Riddle Aeronautical University, USA
Michael T. Brannick, University of South Florida, USA

This chapter describes a study that examined the effect of computer-based videoconferencing and textbased chat on mentoring relationships, and compared the findings to those of face-to-face and telephone interactions. The results of this study indicate that protégés in all communications conditions found the mentoring to be satisfying and helpful in reducing stress. The authors hope that these findings will help organizations in implementing online mentoring, as well as encouraging researchers to expand on the findings of this study.

Chapter XXVI: Rubric to Determine a Quality Online Discussion Posting

Linda L. Larson, McNeese State University, USA
Paul Boyd-Batstone, California State University, USA
Carole Cox, California State University, USA

When teachers integrate on-line discussions into courses, they are faced with the challenge of deciding how to evaluate them. This chapter discusses a study that used a discussion board rubric to evaluate online discussions. The study tested the reliability of the instrument (rubric) to assess the quality of the content of Web-based discourse. When measured with Cronbach’s alpha intraclass coefficient, the findings indicated substantial agreement between judges in two of the four rubric criteria: evocative (.8742) and reference-resource (.8209). The other rubric criteria rumination (.7256) and story-telling (.5984) scored at the moderate and fair levels respectfully.

Section II: Interorganizational Collaboration in Business
Chapter XXVII: Instrumental and Social Influences on Adoption of Collaborative Technologies in Global Virtual Teams

Andre L. Araujo, The College of William and Mary, USA

This chapter draws on the work of organizations, cognitive theory, and information systems researchers. It offers a framework that describes the key components underlying collaborative technology adoption in global virtual teams by integrating both social and instrumental aspects of group work.

Chapter XXVIII: Collaborative Synergy and Leadership in E-Business

Kenneth Strang, Central Queensland University, Australia

This chapter presents an e-business industry study that develops a statistically significant path model using multivariate linear regression (n=3995), revealing transformational leadership and knowledge sharing factors are mediated by a latent construct of collaborative synergy, which predicts project performance and stakeholder satisfaction. Rival theories are evaluated to stimulate future research.

Chapter XXIX: Overview on Information Systems and Tools for Collaborative Commerce, Business Impacts and Managerial Issues

Gilliean Lee, Lander University, USA
Steffan Holmquist, Lander University, USA

Recent industry and business trends can be described as shorter life cycle, increased speed to market, customizability, and a wide variety (rather than mass production) of products. A variety of collaborative information systems and tools are actively being used in the enterprises making collaborative efforts among supply chain partners using digital technologies. This chapter examines tools, proper policy and support from users and management required to maximize business impacts in the new business environment.

Chapter XXX: Trust, Social Networks and Electronic Commerce Adoption

Yvonne Brunetto, University of the Sunshine Coast, Australia
Sheryl Ramsay, University of the Sunshine Coast, Australia
Apivut Chakuthip, University of the Sunshine Coast, Australia
Rod Farr-Wharton, University of the Sunshine Coast, Australia

This chapter uses the structural and relational dimensions of social capital theory as the lens for examining the factors affecting a firms’ intention to adopt electronic commerce (EC). The study looked at trust in social networks, which was found to significantly influence the intention to adopt EC. The implication of the findings is Thai SME owner/managers may not be getting accurate information about the benefits and costs involved in EC adoption through input coming mostly from their strong ties with family and friends.

Chapter XXXI: Developing Trust and Relational Synergy in International e-Collaborative Groups

Bolanle A. Olaniran, Texas Tech University, USA

This chapter contends that while online collaboration experiences may entail problems with trust and relational synergy, the problems are exacerbated in international online or e-Collaborative groups. The chapter discusses why the development of trust is essential to relational synergy and warmth that fosters successful task and social goal accomplishment. It offers some practical suggestions for facilitating and sustaining trust and relational synergy in international online collaborations using information communication technologies (ICTs).

Chapter XXXII: Supporting Inter-Business Collaboration via Contract Negotiation and Enactment

Peter Rittgen, University College of Borås, Sweden

This chapter examines collaborative networks and suggests a possible architecture that proposes a frame contract as the principal means of coordination, and describes how such a contract can be designed and enacted. The chapter proposes a method to negotiate these models among the member organizations of the network and to enact them with the help of an inter-organizational workflow system.

Chapter XXXIII: Limits of Anytime, Anywhere Customer Support

Larry R. Irons, University of Missouri, USA

This chapter reviews research in distributed work, relating it to the way organizations manage collaboration between home-based customer support agents. The analysis focuses on the importance of shared identity to development of trust and social capital. The discussion concludes that the most effective organizational strategy for home-based customer support enables knowledge sharing by blending face-to-face meetings with other employees and management, and distributed work online.

Chapter XXXIV: The KMmaster® Framework for Electronic Collaboration and Knowledge Management

Tobias Müller-Prothmann, Pumacy Technologies AG, Germany
Ingo Frost, Pumacy Technologies AG, Germany

This chapter considers communication in organizations as a process of information and knowledge exchange between two or more individuals or social aggregates such as teams, groups, and departments. It presents the KMmaster framework, a Web-based enterprise software to support electronic collaboration and knowledge transfer across intra- and inter-organizational boundaries.

Chapter XXXV: Ultimate Performance in a Highly Functioning Team

Steven Jeddeloh, Capella University, USA

Ultimate team performance as experienced by veteran airline pilots working together with a common purpose is the focus of this chapter. The study offers subjective descriptions of social interaction between self and other in a virtual/nonvirtual team context, offering a window into the collaborative experience; the self-other relationship; how individuals navigate their lifeworld within a team setting; and the applicability of the pilots’ experience processes across other organizational domains.

Chapter XXXVI: Globalizing a Function Within a Company

Lois Lukens, Change Management Consultants, General Motors Corporation, USA
Theresa Rich, Change Management Consultants, General Motors Corporation, USA

A case study presenting the work done to develop and execute the global vision for a 24/7 matrix organization within a major multinational corporation is the subject of this chapter. Authors discuss how technology is employed as an enabling element to global collaboration working in virtual teams. While high tech is absolutely necessary to this globalization effort, equally necessary is a high touch approach to build relationships and trust across the organization.

Chapter XXXVII: Integrating Web 2.0 Technologies within the Enterprise

R. Todd Stephens, AT&T Corporation Collaboration & Online Services, USA

This chapter examines the elements of the new Web 2.0 technology base and reviews the lessons learned when implementing these technologies. Collaborative applications have made enormous inroads into the enterprise and bring unprecedented speed and transparency to communications. Researchers and practitioners alike are focusing on how collaborative applications can replace the one-way communications inherent to Intranet sites. This chapter is intended for individuals who are looking toward the possibility of integrating these new technologies into the core communication medium.

Section III: Interorganizational Collaboration in Government and Social Sector
Chapter XXXVIII: An Evaluation of Linking for a Change

Mairi Kershaw, South Bank University, London, UK

This chapter details one project, Linking for a Change, which connects schools and public/social sector providers of education across eight counties in the South West of England. The objective of Linking for Change is promoting the sustainable schools action plan. The chapter questions the assumption that e-networking results either in change in practice or in increased capacity, whether “Linking” leads to change.

Chapter XXXIX: Collaboration in the Service of Knowledge Co-Creation for Environmental Outcomes, Science and Public Policy

Lynn Wilson, SeaTrust Institute, USA

Outcomes of knowledge co-creation processes across institutional, occupational, and other boundaries are influenced by participants’ values and resulting behaviors. Virtual environments may exacerbate challenges inherent in these collaborative efforts. This chapter examines a Q method study on the role of values held by scientific and policy actors in the recent U.S. ocean policy review process, and offers a framework for examining broader implications for interdisciplinary virtual collaborative efforts. Discourse, actor involvement, and social learning theories guide the analysis.

Chapter XL: Networked Experiments in Global E-Science

Diego Liberati, Italian National Research Council, Italy

This chapter, starting from the Virtual Organization paradigm, shows an approach to the definition and execution of distributed scientific experiments in different heterogeneous organizations. The focus is on flexibility, reuse, orchestration, collaboration, and interoperability of services within a cooperation process. The workflow of the experiment can be specified by actors with low information technology but high domain knowledge. The context of the work is e-Science, in particular, bioinformatics, but the presented concepts can be easily generalized and extended to other classes of business interaction.

Chapter XLI: ICT to Facilitate Emergency Response in The Netherlands

Jeroen Wolbers, Utrecht University, The Netherlands
Peter Groenewegen, University Amsterdam, The Netherlands
Pieter Wagenaar, University Amsterdam, The Netherlands

This chapter presents a case study of emergency rooms and theorizes the local construction of these ICT environments. The theoretical perspective that is found most relevant is the emergent perspective. In addition to information system development, a process of interdisciplinary collaboration started in the emergency room. For the first time all three emergency services (the police, medical services, and the fire department) worked together in the emergency room. In this article the influence of the ICT system on the interdisciplinary collaboration is explicated.

Chapter XLII: Enhancing Collective Memory with a Community Repository

Elena Corradini, Ufficio Biblioteca e Archivio Storico, Italy

This chapter discusses implementation of a digital repository in a small Italian town. The case explores how Web 2.0, together with libraries that serve as places where “conversations” are fostered, can enable new ways of managing library collections. Every member of the community collaborates in the process of selecting and acquiring sources of information. The author hopes to provide evidence that such a project can represent a valid approach to enhance co-operation among people with different backgrounds who share the common aim to build a representative community repository.

Chapter XLIII: ICT and Tourism Enterprise Collaboration in Rural New Zealand

Simon Milne, New Zealand Tourism Research Institute, Auckland University of Technology, New Zealand
Vanessa Clark, New Zealand Tourism Research Institute, Auckland University of Technology, New Zealand
Ulrich Speidel, New Zealand Tourism Research Institute, Auckland University of Technology, New Zealand
Carolyn Nodder, New Zealand Tourism Research Institute, Auckland University of Technology, New Zealand
Nathaniel Dobbin, New Zealand Tourism Research Institute, Auckland University of Technology, New Zealand

This chapter examines the development and associated outcomes of two government funded projects designed to support small tourism enterprise collaboration in rural New Zealand. The chapter discusses “Kiwitrails,” a five-year program designed to develop a Web-based virtual community of businesses in the remote and relatively impoverished East Coast of the country’s North Island. Authors argue that locality and embedded cultural dimensions must be factored into government and/or community attempts to develop ICT enabled collaborative initiatives in tourism.

Chapter XLIV: Leadership and Human Resources Training in Rwanda

Rubye Howard Braye, Wu Li Turtle Corporation, USA
Eric Evans, Peak Learning Companies, Inc., USA

This chapter originated as a reflection on the communication between U.S. facilitators and a Rwandan host as they e-collaborated in planning international leadership and human resources training for Rwandan leaders. The authors maintain that e-collaboration is a viable practice for use in effective communication with persons in developing nations. Pre-, during, and post-work considerations are described, making a case for increased use of e-collaboration in establishing effective work relationships and improved international communication.

Chapter XLV: Municipal Motivation Compels Local Leaders in Rural Minnesota to Collaborate in Pursuit of Broadband Internet

James Smith, University of Wisconsin-Stout, USA

The subject of this chapter is a qualitative study that explored collaborative efforts of three rural Minnesota communities to secure broadband Internet for their respective cities. While improvement of the local economy is most frequently cited in the literature as the reason to adopt broadband Internet, this study found communities were motivated by other factors. Each city had a purpose beyond simply wanting to install high-speed Internet service as an end in itself: the city wanted to be identified as a municipal motivator, unique in its nature within each community, but vital to project success. Collaborative efforts, focused on the common municipal motivator, by local leadership played a major role in driving the broadband Internet initiative to completion.

Chapter XLVI: Understanding the Dialectic Relationship between Intra- and Inter-Organizational Cooperation

Keith Baker, University of Southhampton, UK

Information and Communication Technology (ICT) is often seen as a vehicle for organizational reform yet ICT based reform studies focus upon the private sector which is unsuitable for analyzing the public sector. In the public sector ICT reform is usually delivered through complex partnership arrangements with private sector organizations. This system is exemplified by the Strategic Service Partnership (SSP) that allows for the private sector organization to become the exclusive provider of ICT systems for the public sector organization. Reform which seeks to enable intra-organizational collaboration is shown to be dependent upon the establishment of inter-organizational collaboration.

Chapter XLVII: Electronic Collaboration Toward Social Health Outcomes

Rakesh Biswas, Manipal University, Melaka Manipal Medical College, Malaysia
Jayanthy Maniam, Sunway College, Malaysia
Edwin Wen Huo Lee, Intel Malaysia Innovation Center, Malaysia
Shashikiran Umakanth, Manipal University, Melaka Manipal Medical College, Malaysia
Premalatha Gopal Das, Manipal University, Melaka Manipal Medical College, Malaysia
Sumit Dahiya, Manipal University, Melaka Manipal Medical College, Malaysia
Sayeed Ahmed, Manipal University, Melaka Manipal Medical College, Malaysia

This chapter illustrates a collaborative project utilizing a multidisciplinary approach and introduces the problem statement through the auto-ethnographic reflections of three project developers. The collaboration originated in an attempt to optimally answer the needs of individual patients and health professionals who required information to allow them to achieve better health outcomes. This chapter describes how collaboration was sustained and further developed into an operational model.

Chapter XLVIII: Technology Enhanced Collaborative Leadership Development

Beverly-Jean Daniel, York University, Canada
April Boyington Wall, Capella University School of Business and Technology, Canada

This chapter presents a case study about employing technology in the development and presentation of a unique leadership program for the not-for-profit sector in a major Canadian city. The three women developing and delivering this program primarily communicated using the telephone and internet technology. The chapter provides a background on the program development; the ways in which technology was employed; and the problems and benefits of employing technology. It identifies effective strategies and interpersonal skills for facilitating technology-enhanced collaboration and creating new approaches to leadership development.

Chapter XLIX: Lessons Learned from the NASA Astrobiology Institute

Lisa Faithorn, NASA Ames Research Center, USA
Brauch S. Blumberg, Fox Cancer Center, USA

The practice of science is a domain that is undergoing significant change as a result of the trend toward increased collaboration. This chapter describes efforts to promote collaboration among geographically dispersed multidisciplinary science teams in the NASA Astrobiology Institute. The lessons learned regarding the importance of recognizing and addressing the complex and inter-related dimensions of collaboration have implications not only for science but also for many other contemporary domains of activity.

Chapter L: Online Collaborative Integration and Recommendations for Future Research

Lynn Wilson, Sea Trust Institute, USA
Janet Salmons, Vision2Lead, Inc., USA and Capella University, USA

The concluding chapter offers the editors’ insights into the book chapters’ combined contribution. Using the editors’ the editors’ Collaborative Integration Paradigm, they examine types of collaborations described, the electronic technologies used, and the kinds of research and theories discussed by contributing authors. They consider commonalities in electronic collaboration across sectors and the significance of inter-organizational or intra-organizational structure. The editors recommend future research as well as theory-building needed to advance the field.